<![CDATA[The implementation of Outcome-Based Education (OBE) in Islamic Higher Education Institutions (PTKI) has commodified learning and increased academic pressure. This study explores how the Mathematics Education students develop academic resilience amid these challenges, analyzed through Ivan Illich’s perspectives on institutionalization and conviviality. Using a qualitative case study approach, data were gathered from 4 Mathematics Education students in the 5th and 7th semesters at one of the PTKI through in-depth interviews, observation, and document analysis. Data were analyzed using a thematic model involving data familiarization, initial code generation, theme searching, theme review, theme definition and naming, and final report production. The findings indicate that, ontologically, students feel alienated from the essence of mathematics itself; epistemologically, they turned learning into instrumental task completion, and axiologically shifted the value of knowledge from ilmi nafi to credential pursuit. Students demonstrate resilience through three strategies: 1) spiritual grounding and meaning-making, 2) peer convivial learning networks, and 3) critical resistance to excessive institutional demands. This study concludes that while OBE institutionalizes and dehumanizes learning, students’ resilience emerges when they reclaim autonomy and communal values aligned with Illich’s concept of convivial tools. The implication is the need to reconstruct OBE in PTKI by integrating Islamic educational values and convivial principles to foster more humane and sustainable academic resilience.]]>
